Week Six Blog

How can systems thinking help us with learning systems and technology systems today? Can it? Explain.

This blog discussion attempts to define systems, learning systems and importance of systems thinking in regard to learning systems and technology systems. I would explain how systems thinking can help us with learning systems and technology systems in this discussion.

A system is composed of more than two or more elements that function as a whole to attain a common goal. Our life is an example of a system. It has the physical part-physical body, clothes, house and other possessions. It has also the abstract elements such as beliefs, values, identity etc.  Systems are characterized by synergy—the whole (system) is greater than the sum of its parts (elements), because the relationship among the elements adds value to the system (Bertalanffy, 1968).  An element is a necessary in a system but not self-sufficient component of a system. The system cannot achieve its goal without the element, and the element alone cannot replicate the function of a system. Other examples of systems include biological organism, ecological niches, factories, organizations, families, nations etc.

A learning system is essentially a collection of artifacts that are brought together in a systematic way in order to create an environment that will facilitate various types of learning process. Examples of learning systems include a book, a computer, a school and a university. These learning systems would provide various types of learning resource and procedures to achieve particular learning outcomes. Also, these would incorporate different strategies for assessing the levels and quality of the achievement of their users.

Understanding system theory and system thinking is important for learning. It facilitate creating an environment for critical thinking skills. Chen and Stroup (1993) stated that system theory provides a set of powerful ideas pupils can use to integrate and structure their understanding in the disciplines of physical, life, engineering, and social science and it aims to bridge the gap between the world of the learner and the world of science and technology. It also offers intellectual tools for learners to build an understanding of the dynamic nature of the world.

Dewey (1916) advocated a curriculum and a teaching methodology linked to the experiences and interests of a child and to the physical and social contexts in which learning takes place. It is essential for the learner to discover meaningful relationships between abstract ideas and practical applications. The teaching of dynamic processes in systems can be applied to many different environments and forms of experience in learning in schools and outside school life as well.

One of the major tools for teaching and learning about system structure and functioning is computer games and simulations. There is diverse range of modeling tools for visual, graphical and mathematical representations and analysis of systems structure and behavior in engineering and science curricula. This is a major resource for developing, organizing, and presenting technological and scientific knowledge.  Also, to learn interdisciplinary concepts in systems and control, pupils need to go through a variety of learning experiences beyond a teacher’s presentation or simulations. Warren and Wakefield (2013) wrote a book chapter about use of simulations, games, and virtual worlds as Mindtools and its impact in student’s learning.

In conclusion, systems thinking foster critical thinking skills. Above discussions and variety of mindtools relating to system dynamics have been developed both for instruction and for professional use. Problem-based learning or project-based learning that includes the design and construction of physical working systems or models provides a promising platform for fostering active learning about systems. It is also critical that these learning activities are tied to a theoretical framework.

References:

Barak, M & Williams, P. (2007). Learning elemental structures and dynamic processes in technological systems: a cognitive framework. Int J Technol Des Educ, 17:323–340.

Bertalanffy, L. V. (1968). General system theory: Foundations, development, applications. New York:George Braziller.

Chen, D., & Stroup, W. (1993). General systems theory: Toward a conceptual framework for science and technology education for all. Journal of Science Education and Technology, 2(3), 447–459.

Dewey, J. (1916). Democracy and education. New York: Macmillan.

Hollis, M. (1997). The philosophy of Social Science. Cambridge university Press. London.

Scott J. Warren, Jenny S. Wakefield. (2013) Simulations, games, and virtual worlds as Mindtools, 66-87. In Learning, problem solving, and Mindtools: Essays in honor of David H. Jonassen.